The learning, inspiration and motivation that comes with each subject I undertake encourages reflection and analysis of my own practices to promote personal growth to be the best teacher librarian I can be. This, coupled with fears of inadequacy forced upon by at times feeling overwhelmed by what the role entails, makes me question how can I possibly do it all? With this in mind, I reflect on the words of wisdom shared in a previous subject. Rather than trying to do everything at once, choose one project to work on (Godfree & Korodaj, 2021). It is with this advice that I feel empowered to approach things more confidently and to establish a dynamic information environment within my school.
In today’s society people interact and utilise technology on a daily basis for entertainment, socialisation and learning experiences (Abeer et al., 2018). As society changes so too must libraries to ensure they are relevant, current and accessible for all its users. In a fast paced, ever changing society, particularly with what has occurred in recent times, 24/7 access to information is expected and utilised. Technology can provide the access and sharing of information. However, accessibility is only one element. As educators, we must ensure that we support and equip students with the essential skills to navigate, use and evaluate information effectively (information literacy) in a 21st Century that delivers a complex information landscape. To successfully engage in this environment the teaching of digital literacy skills is just as important (Combes, 2016).
Whilst creating this research guide my very own information literacies skills were put to the test and the emotions I experienced were reflective of those outlined as one moves through the Information Search Process. Searching, selecting and evaluating sources, referred to as the research ‘dig’ (Little, 2016) as well as inquiring about the technical side of creating a research guide were employed. Throughout a student’s educational journey they are constantly required to inquire and use information. I have come to the realisation that a whole school approach to inquiry learning and the development of information literacy skills is required. One way this can be achieved is through the creation of learning objects that can be reviewed and refined and utilised across all curriculum areas providing students with consistency and familiarity. A research guide needs to provide scaffolding, processes as well as resources to give direction and to support learners of all capabilities (Lee & Lowe, 2018). Strategically selecting a variety of resources as well as avoiding information overload, along with a carefully planned design which adheres to the Content Accessibility Guidelines all need to be considered when curating (Oddone, 2020 & Mann, 2010).
Teacher librarians play a crucial role in the development of such guides. However, as mentioned in the discussion forum collaboration and evaluation is an essential component to guarantee guides meet the needs of the users and remain dynamic (O’Keefe, 2021). Reflecting on what I have learnt throughout this subject, I realise that I have been collecting, gathering resources that ‘could’ be used, rather that curating – strategic selection and giving purpose to each resource. Is this because I don’t trust my own evaluation and judgement? I am eager to continue to explore this avenue of curating by using technology and integrating Web 2.0 tools to support and enhance student learning.
References
Abeer, A., Alamri & Bader, A. & Alsaleh. (2018). Transforming education in the gulf region: Emerging learning technologies and innovative pedagogy for the 21st century. The American Journal of Distance Education, 32(1), 74-77.
Combes, B. (2016). Digital literacy: A new flavour of literacy or something different? Synergy, 14(1). https://slav.vic.edu.au/index.php/Synergy/article/view/v14120163/2
Godfree, H. & Korodaj, L. (2021, April, 19). Lake tuggeranong college library [Recorded presentation]. ETL507, Interact2. https://charlessturt.zoom.us/rec/play/zB7ISAg_QjYDtxlCXWgZGXvoWws3aEg5EuHlKw7MD10m6r6mpnKdTDmYM9WEtbNuwg5klGZwf26JJuGJ.w6UWlu9TNNM5dppp?continueMode=true
Lee, Y. Y. & Lowe, M. S. (2018). Building positive learning experiences through pedagogical research guide design. Journal of Web Librarianship, 12(4), 205-231. https://doi.org/10.1080/19322909.2018.1499453
Little, H.B. (2016, September 7). Curation and pathfinders. Knowledge Quest. https://knowledgequest.aasl.org/curation-and-pathfinders/
Mann, A. C. (2010). How to make a good library pathfinder. Amy C Mann. https://amycmann.wordpress.com/practical-experience/continuing-staff-development/make-a-pathfinder/
Oddone, K. (2020, April 3). Digital content curation: How to do it right! SCIS. https://scis.edublogs.org/2020/04/03/digital-content-curation-how-to-do-it-right/?sbe-followsubs=true
O’Keefe, A. (2021). One of the many hats. [Forum Post]. ETL501, Interact2. https://interact2.csu.edu.au/webapps/discussionboard/do/message?action=list_messages&course_id=_57506_1&nav=discussion_board_entry&conf_id=_114042_1&f